Methods of analysing the consultation
- Educational principles of Pendletons rules
- Self-assessment first
- Positive lint for safety
- Constructive criticism
- Specific
Limitations of the rules
- The artificiality of separation of good and what could be done differently
- Discovers the agenda of participant very late and therefore not paralleling the consultation
- Can spend too long on the good and too little time left for helping the learner
- Repetitious takes too long
- In the registrar’s mind, differently = bad and positive can appear patronising
- Jumps all over the place – difficult to analyse
Therefore, start with the doctors agenda but making certain to ensure balance by the end and also chunking the tape into separate parts. Also, consider looking at the tape by examining the doctor’s thoughts and feelings as you go.
Good feedback centres on the fundamental rule of communication that it is outcome-based – therefore
What were you trying to achieve them, what were you aiming for, what did you try to do to get there, what could you have done differently to help you get there?
The Cambridge Calgary method is always looking at the participants agenda and how to help. It is problem-based.